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Gloucester Township Public Schools

Math Curriculum – updated Summer 2017

Grade 2

Overview

Mathematics is a universal language enmeshed in both the everyday experiences of human society and the natural world around us. The Gloucester Township Public School District recognizes that mathematics is a fluid and intricately connected web of conceptual understandings, as opposed to segmented isolated skills and arbitrary units of study.

A nation that trains and prepares students to become mathematically literate problem solvers is an entity that sends citizens into the workforce ready to compete in a global economy laden with technology and problem solving opportunities. A school district that intends to have an accomplished field of mathematicians, engineers, medical professionals, scientists, and innovative entrepreneurs must plan and prepare standards-based curriculum that adheres to the Common Core Standards, includes 21st Century technology skills, and explores the variety of careers steeped in mathematics.

In consideration of the rigor and depth of mastery needed by students in our Nation's public school system, we have constructed the following curriculum guide and supporting documentation for Gloucester Township Public Schools through adoption of the New Jersey Department of Education Model Curriculum for Mathematics. Every student in our schools shall have the opportunity to become engaged in an enriching, real world approach to mathematics instruction that is based on solid educational research and data-driven instruction.

Math – Grade Two

Unit 1 – Add and subtract within 100 – Understand place value to 1000

|Standards |Topics |Activities |Resources |Assessments |

|2.OA.1 - Use addition and subtraction within 100 to solve |1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|one- and two-step word problems involving situations of |1-8, 1-9, 1-10, 1-11, 1-12, 1-13, |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|adding to, taking from, putting together, taking apart, and |2-1, 2-2, 2-3, 3-1, 3-2, 3-3, 3-4, |-Common Core Quick Check |-My Foldable |-Pretest |

|comparing, with unknowns in all positions, e.g., by using |3-5, 3-6, 3-7, 4-1, 4-2, 4-3, 4-4, |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|drawings and equations with a symbol for the unknown number |4-5, 4-6, 4-7, 4-8, 4-9 |-My Homework |Kit |-Vocabulary Test |

|to represent the problem. | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | |*Resource Rooms |

|2.NBT.1 - Understand that the three digits of a three-digit |5-1, 5-2, 5-3, 5-4 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|number represent amounts of hundreds, tens, and ones; e.g., | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|706 equals 7 hundreds, 0 tens, and 6 ones. Understand the | |-Common Core Quick Check |-My Foldable |-Pretest |

|following as special cases: | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

|a. 100 can be thought of as a bundle of ten tens — called a | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

|"hundred." | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

|b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 | |-Independent Practice | | |

|refer to one, two, three, four, five, six, seven, eight, or | | | | |

|nine hundreds (and 0 tens and 0 ones). | | | |*Resource Rooms |

|2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s.|2-1, 2-2, 2-3, 2-4, 5-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

| | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.NBT.3 - Read and write numbers to 1000 using base-ten |2-6, 2-7, 5-2, 5-3, 5-4, 5-5 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|numerals, number names, and expanded form. | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | |*Resource Rooms |

|2.NBT.4 - Compare two three-digit numbers based on meanings |2-4, 2-5, 5-7 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|of the hundreds, tens, and ones digits, using >, =, and < | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|symbols to record the results of comparisons. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | |*Resource Rooms |

Math – Grade Two

Unit 2 – Use place value and properties of operations to add and subtract

|Standards |Topics |Activities |Resources |Assessments |

|2.OA.3 - Determine whether a group of objects (up to |2-6, 2-7 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|20) has an odd or even number of members, e.g., by | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|pairing objects or counting them by 2s; write an | |-Common Core Quick Check |-My Foldable |-Pretest |

|equation to express an even number as a sum of two | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|equal addends. | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.NBT.6 - Add up to four two-digit numbers using |3-5, 3-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|strategies based on place value and properties of | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|operations. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | |*Resource Rooms |

|2.NBT.2 - Count within 1000; skip-count by 5s, 10s, |2-1, 2-2, 2-3, 2-4, 5-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|and 100s. | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.OA.2 - Fluently add and subtract within 20 using |1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|mental strategies. |1-9, 1-10, 1-11, 1-12, 2-1 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

|By end of Grade 2, know from memory all sums of two | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|one-digit numbers. | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.NBT.5 - Fluently add and subtract within 100 using |1-1, 3-2, 3-3, 3-4, 3-5, 4-1, 4-3, 4-4, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|strategies based on place value, properties of |4-5, 4-6, 4-7 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|operations, and/or the relationship between addition | |-Common Core Quick Check |-My Foldable |-Pretest |

|and subtraction. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|. | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

Math – Grade Two

Unit 3 – Equal groups of objects and measures in standard unite – foundations for multiplication

|Standards |Topics |Activities |Resources |Assessments |

|2.OA.4 - Use addition to find the total number of objects |2-4, 2-5 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|arranged in rectangular arrays with up to 5 rows and up to 5 | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|columns; write an equation to express the total as a sum of | |-Common Core Quick Check |-My Foldable |-Pretest |

|equal addends. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.1 - Measure the length of an object by selecting and using |11-1, 11-2, 11-3, 11-7, 11-8 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|appropriate tools such as rulers, yardsticks, meter sticks, and | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|measuring tapes. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.2 - Measure the length of an object twice, using length |11-5, 11-10 |-Lesson Presentations from ConnectEd |--Virtual Manipulatives -Am I Ready? |-STAR Math |

|units of different lengths for the two measurements; describe | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|how the two measurements relate to the size of the unit chosen. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.3 - Estimate lengths using units of inches, feet, |11-1, 11-2, 11-3, 11-7, 11-8 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|centimeters, and meters. | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|2.MD.4 - Measure to determine how much longer one object is than|11-4, 11-9 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|another, expressing the length difference in terms of a standard| |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|length unit. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s. |5-1, 5-2, 5-3, 5-4 |-Lesson Presentations from ConnectEd |--Virtual Manipulatives -Am I Ready? |-STAR Math |

| | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.OA.2 - Fluently add and subtract within 20 using mental |1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|strategies. |1-8, 1-9, 1-10, 1-11, 1-12, 2-1 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|By end of Grade 2, know from memory all sums of two one-digit | |-Common Core Quick Check |-My Foldable |-Pretest |

|numbers. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | |*Resource Rooms |

| | |-Independent Practice | | |

|2.NBT.5 - Fluently add and subtract within 100 using strategies |1-1, 3-2, 3-3, 3-4, 3-5, 4-1, 4-3, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|based on place value, properties of operations, and/or the |4-4, 4-5, 4-6, 4-7 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|relationship between addition and subtraction. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

Math – Grade Two

Unit 4 – Place value and measurement of lengths indirectly and by iterating length units

|Standards |Topics |Activities |Resources |Assessments |

|2.NBT.8 - Mentally add 10 or 100 to a given number |5-6, 6-3, 7-3 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|100-900, and mentally subtract 10 or 100 from a given | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|number 100-900. | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | | |

| | | | |*Resource Rooms |

|2.NBT.9 - Explain why addition and subtraction strategies|1-1, 1-5, 1-8, 1-12, 3-2, 3-3, 3-4, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|work, using place value and the properties of operations.|3-6, 4-3, 4-4, 4-5, 6-2, 6-4, 6-5, 6-6,|-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| |7-2, 7-4, 7-5, 7-6, 7-9 |-Common Core Quick Check |-My Foldable |-Pretest |

|Explanations may be supported by drawings or objects. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.5 - Use addition and subtraction within 100 to solve| 11-1, 11-2, 11-6, 11-7 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|word problems involving lengths that are given in the | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|same units, e.g., by using drawings (such as drawings of | |-Common Core Quick Check |-My Foldable |-Pretest |

|rulers) and equations with a symbol for the unknown | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|number to represent the problem. | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.6 - Represent whole numbers as lengths from 0 on a |11-11 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|number line diagram with equally spaced points | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|corresponding to the numbers 0, 1, 2, ..., and represent | |-Common Core Quick Check |-My Foldable |-Pretest |

|whole-number sums and differences within 100 on a number | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|line diagram. | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | | |

| | | | |*Resource Rooms |

|2.MD.7 - Tell and write time from analog and digital |10-1, 10-2, 10-3, 10-4, 10-5, 10-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|clocks to the nearest five minutes, using a.m. and p.m. | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Foldable |-Pretest |

| | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.MD.8 - Solve word problems involving dollar bills, |8-1, 8-2, 8-3, 8-4, 8-5 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|quarters, dimes, nickels, and pennies, using $ and ¢ | |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|symbols appropriately. | |-Common Core Quick Check |-My Foldable |-Pretest |

|Example: If you have 2 dimes and 3 pennies, how many | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|cents do you have? | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.OA.1 - Use addition and subtraction within 100 to solve|1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8,|-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|one- and two-step word problems involving situations of |1-9, 1-10, 1-11, 1-12, 1-13, 2-1, 2-2, |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|adding to, taking from, putting together, taking apart, |2-3, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7,|-Common Core Quick Check |-My Foldable |-Pretest |

|and comparing, with unknowns in all positions, e.g., by |4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8,|-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

|using drawings and equations with a symbol for the |4-9 |-My Homework |Kit |-Vocabulary Test |

|unknown number to represent the problem. | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.OA.2 - Fluently add and subtract within 20 using mental|1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8,|-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|strategies. |1-9, 1-10, 1-11, 1-12, 2-1 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|By end of Grade 2, know from memory all sums of two | |-Common Core Quick Check |-My Foldable |-Pretest |

|one-digit numbers. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

|2.NBT.5 - Fluently add and subtract within 100 using |1-1, 3-2, 3-3, 3-4, 3-5, 4-1, 4-3, 4-4,|-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I Ready? |-STAR Math |

|strategies based on place value, properties of |4-5, 4-6, 4-7 |-Problem of the Day |-My Vocabulary Cards |-Am I Ready Assessments |

|operations, and/or the relationship between addition and | |-Common Core Quick Check |-My Foldable |-Pretest |

|subtraction. | |-Investigate the Math |-Manipulative Masters & Manipulative |-Check My Progress Quiz |

| | |-My Homework |Kit |-Vocabulary Test |

| | |-Reteach & Enrich |-Real World Problem Solving Readers |-Chapter Test 1A & 1B* |

| | |Worksheets |-My Learning Stations |-Chapter Test 2A & 2B |

| | |-Guided Practice | | |

| | |-Independent Practice | |*Resource Rooms |

Math – Grade Two

Unit 5 – Represent data and reason with shapes and their attributes

|Standards |Topics |Activities |Resources |Assessments |

|2.NBT.7 - Add and subtract within 1000, using concrete models or |6-1, 6-2, 6-4, 6-5, 6-6, 6-7, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|drawings and strategies based on place value, properties of |6-8, 7-1, 7-2, 7-4, 7-5, 7-6, |-Problem of the Day |Ready? |-Am I Ready Assessments |

|operations, and/or the relationship between addition and |7-7, 7-8, 7-9 |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|subtraction; relate the strategy to a written method. Understand | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|that in adding or subtracting three-digit numbers, one adds or | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

|subtracts hundreds and hundreds, tens and tens, ones and ones; | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

|and sometimes it is necessary to compose or decompose tens or | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

|hundreds. | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.MD.9 - Generate measurement data by measuring lengths of |9-7, 9-8, 11-12 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|several objects to the nearest whole unit, or by making repeated | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|measurements of the same object. Show the measurements by making | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|a line plot, where the horizontal scale is marked off in | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|whole-number units. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.MD.10 - Draw a picture graph and a bar graph (with single-unit |9-1, 9-2, 9-3, 9-4, 9-5, 9-6 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|scale) to represent a data set with up to four categories. Solve | |-Problem of the Day |Ready? |-Am I Ready Assessments |

|simple put-together, take-apart, and compare problems using | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|information presented in a bar graph. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations | |

| | | | | |

| | | | |*Resource Rooms |

|2.G.1 - Recognize and draw shapes having specified attributes, |12-1, 12-2, 12-3, 12-4, 12-5, |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|such as a given number of angles or a given number of equal |12-6 |-Problem of the Day |Ready? |-Am I Ready Assessments |

|faces. Identify triangles, quadrilaterals, pentagons, hexagons, | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|and cubes. | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.G.2 - Partition a rectangle into rows and columns of same-size |12-8 |-Lesson Presentations from ConnectEd |-Virtual Manipulatives -Am I |-STAR Math |

|squares and count to find the total number of them. | |-Problem of the Day |Ready? |-Am I Ready Assessments |

| | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.G.3 - Partition circles and rectangles into two, three, or four|12-7 |-Lesson Presentations from ConnectEd |--Virtual Manipulatives -Am I |-STAR Math |

|equal shares, describe the shares using the words halves, thirds,| |-Problem of the Day |Ready? |-Am I Ready Assessments |

|half of, a third of, etc., and describe the whole as two halves, | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|three thirds, four fourths. Recognize that equal shares of | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|identical wholes need not have the same shape. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.OA.2 - Fluently add and subtract within 20 using mental |1-1, 1-2, 1-3, 1-4, 1-5, 1-6, |-Lesson Presentations from ConnectEd |--Virtual Manipulatives -Am I |-STAR Math |

|strategies. |1-7, 1-8, 1-9, 1-10, 1-11, 1-12, |-Problem of the Day |Ready? |-Am I Ready Assessments |

| |2-1 |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

|By end of Grade 2, know from memory all sums of two one-digit | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

|numbers. | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

|2.NBT.5 - Fluently add and subtract within 100 using strategies |1-1, 3-2, 3-3, 3-4, 3-5, 4-1, |-Lesson Presentations from ConnectEd |--Virtual Manipulatives -Am I |-STAR Math |

|based on place value, properties of operations, and/or the |4-3, 4-4, 4-5, 4-6, 4-7 |-Problem of the Day |Ready? |-Am I Ready Assessments |

|relationship between addition and subtraction. | |-Common Core Quick Check |-My Vocabulary Cards |-Pretest |

| | |-Investigate the Math |-My Foldable |-Check My Progress Quiz |

| | |-My Homework |-Manipulative Masters & |-Vocabulary Test |

| | |-Reteach & Enrich |Manipulative Kit |-Chapter Test 1A & 1B* |

| | |Worksheets |-Real World Problem Solving |-Chapter Test 2A & 2B |

| | |-Guided Practice |Readers | |

| | |-Independent Practice |-My Learning Stations |*Resource Rooms |

Appendix A

Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

|ACCOMMODATIONS |MODIFICATIONS |

|Required when on an IEP or 504 plan, but can be implemented for any student to support|Only when written in an IEP. |

|their learning. | |

Special Education Instructional Accommodations

➢ Teachers will use Approaching Level Tier 2: Strategic Intervention in RtI Differentiated Instruction section of My Math lessons.

➢ Teachers will use the Targeted Strategic Intervention from the My Math Online Support.

➢ Teachers shall implement any instructional adaptations written in student IEPs.

➢ Teachers will implement strategies for all Learning Styles (Appendix B)

➢ Teacher will implement appropriate UDL instructional adaptations (Appendix C )

Gifted and Talented Instructional Accommodations

➢ Teachers will use Beyond Level in RtI Differentiated Instruction section of My Math lessons

➢ Teachers will use the Enrichment Masters from the My Math Online Support

➢ Teacher will implement Adaptations for Learning Styles (Appendix B)

➢ Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

➢ Teachers will use the ELL Differentiated English Language Learner Support section of My Math lessons.

➢ Teachers will use the Differentiated ELL Support from the My Math Online Support.

➢ Teachers will implement the appropriate

➢ Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)

APPENDIX B

Learning Styles

Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:

All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

|Visual |Utilize Charts, graphs, concept maps/webs, pictures, and cartoons |

| | |

| |Watch videos to learn information and concepts |

| | |

| |Encourage students to visualize events as they read math word problems |

| | |

| |Use flash cards to practice basic math facts |

| | |

| |Model by demonstrating tasks or showing a finished product |

| | |

| |Have written directions available for student |

| | |

| |Use power point presentations |

| | |

| |Color code and highlight operation symbols (+, -, x, ÷) |

| | |

| |Color code and highlight key words in math word problems |

|Audio |Allow students to give oral presentations or explain concepts verbally |

| | |

| |Present information and directions verbally or encourage students to read directions aloud to themselves. |

| | |

| |Allow students to work in pairs |

| | |

| |Utilize songs and rhymes |

| | |

| |Ask for choral responses in instruction, example have the entire class chant in unison multiples, evens/odds, or skip |

| |counting by 2s, 5,s or 10s |

| | |

| |Repeat, clarify, or reword directions |

| | |

| |Verbally guide students through task steps |

|Kinesthetic |Act out concepts and dramatize events |

| | |

| |Use flash cards |

| | |

| |Use manipulatives |

| | |

| |Allow students to deepen knowledge through hands on projects |

|Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to |

|end without interruptions. |

|Accommodations: |

|Repeat/rephrase directions |

|Provide a checklist or step by step written directions |

|Break assignments in to chunks |

|Provide samples of desired products |

|Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time|

|on directions and neatness and overlooking concepts |

|Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks|

|and responds with exact answers, and reads and writes in a highly specific manner. |

|Accommodations: |

|Provide detailed directions for assignments |

|Provide checklists |

|Provide frequent feedback and encouragement |

|Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts |

|Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, |

|works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences |

|Accommodations: |

|Allow to work independently or as a leader of a group |

|Give opportunities to solve problems and not memorize information |

|Plan hands-on tasks |

|Explain relevance and real world application of the learning |

|Will be likely to respond to intrinsic motivators, and may not be motivated by grades |

|Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many|

|assignments, difficulty paying attention to lengthy directions or lectures |

|Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a |

|risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. |

|Accommodations: |

|Allow choice in assignments |

|Encourage creative solutions to problems |

|Allow students to experiment or use trial and error approach |

|Will likely be motivated by autonomy within a task and creative assignments |

|Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail |

APPENDIX C

Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

|Goal/Purpose |Examples |

|To present information through different modalities such as vision, hearing, or |Use visual demonstrations, illustrations, and models |

|touch. |Present a power point presentation. |

| |Use appropriate manipulatives, such as base 10 block, counters, or pattern |

| |blocks |

| |Differentiate operation symbols by color coding |

| |Draw pictures when possible |

| |Use interactive websites and apps |

| |Use modeling to help students solve problems |

| |Provide examples of a correctly solved problem at the beginning of each lesson |

| |Have students work each step in a different color |

| |Use songs and rhymes to help remember information |

| |Use mnemonics like “Please Excuse My Dear Aunt Sally” (order of operations) to |

| |remember sequenced steps |

| |Simplify and rephrase vocabulary in word problems |

Strategy #2: Options for language, mathematical expressions and symbols

|Goal/Purpose |Examples |

|To make words, symbols, pictures, and mathematical notation clear for all |Use larger font size and/or magnifiers |

|students. | |

| |Highlight important parts of problems, example: key words or operation signs |

| | |

| |Use place value charts, number grids, and operation tables |

| |(addition/subtraction and multiplication/division tables) |

| | |

| |Allow students to trace important visual patterns |

| | |

| |Use graph paper to keep numbers aligned |

| | |

| |Put boxes around each problem to visually separate them |

| | |

| |Simplify and rephrase vocabulary in word problem |

| | |

| |Turn lined paper vertically so the student has ready made columns |

| | |

| |Color code and highlight keywords in math word problems |

| | |

Strategy #3: Options for Comprehension

|Purpose |Examples |

|To provide scaffolding so students can access and understand information needed to|Use diagrams. |

|construct useable knowledge. | |

| |Use semantic maps and diagrams |

| | |

| |Chunk pieces of information together, example: learn facts in sets of 3 |

| | |

| |Review previous lessons |

| | |

| |Use a buddy system to clarify |

| | |

| |Use mnemonic aids to signal steps, example “Does McDonalds Sell Cheese Burgers”|

| |(long division: divide, multiply, subtract, check, bring down) |

| | |

| |Provide students with a strategy to use for solving word problems |

| | |

| |Use graph paper to keep numbers aligned |

| | |

| |Use modeling to help students solve problems |

| | |

| |Introduce concepts using real life examples whenever possible |

| | |

| |Teach fact families and build fluency with games and understanding |

| | |

| |When teaching number lines use tape or draw a number line on the floor for |

| |students to walk on |

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

|Purpose |Examples |

|To provide materials that all learners can physically utilize |Use of computers when available |

| | |

| |Preferential or alternate seating |

| | |

| |Provide assistance with organization |

| | |

| |Provide graph paper to organize place value |

| | |

| |Provide appropriate manipulatives |

| | |

| |Use flash cards |

| | |

| |Provide highlighters for students when solving problems |

| | |

| |Allow students to use desk top copies of fact sheets, multiplication/division |

| |tables etc. |

| | |

| |Use individual dry-erase boards |

Strategy #5: Options for expression and communication

|Purpose |Examples |

|To allow the learner to express their knowledge in different ways |Allow oral responses or presentations |

| | |

| |Students show their knowledge with charts and graphs |

| | |

| |Give students extra time to respond to oral questions |

| | |

| |Have students verbally or visually explain how to solve a math problem |

Strategy #6: Options for executive function

|Purpose |Examples |

|To scaffold student ability to set goals, plan, and monitor progress |Provide clear learning goals, scales, and rubrics |

| | |

| |Model skills |

| | |

| |Utilize checklists |

| | |

| |Give examples of desired finished product |

| | |

| |Chunk longer assignments into manageable parts |

| | |

| |Teach and practice organizational skills |

| | |

| |Use a problem solving strategy checklist so that students can monitor their |

| |progress |

| | |

| |Teach students to use self-questioning techniques |

| | |

| |Reduce the number of practice or test problems on a page |

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

|Purpose |Examples |

|To make learning relevant, authentic, interesting, and engaging to the student. |Provide choice and autonomy on assignments |

| | |

| |Use colorful and interesting designs, layouts, and graphics |

| | |

| |Use games, challenges, or other motivating activities |

| | |

| |Provide positive reinforcement for effort |

| | |

| |Use manipulatives |

| | |

| |Provide learning aids such as calculators and/or operation tables |

| |(addition/subtraction and multiplication/division tables) |

| | |

| |Introduce concepts using real life examples whenever possible |

| | |

| |Use individual dry-erase boards |

| |Use magnetic manipulatives examples: numbers, operation signs, ten frames, base|

| |ten blocks, etc. |

Strategy #8: Options for sustaining effort and persistence

|Purpose |Examples |

|To create extrinsic motivation for learners to stay focused and work hard on |Show real world applications of the lesson |

|tasks. | |

| |Utilize collaborative learning |

| | |

| |Assign a peer tutor |

| | |

| |Incorporate student interests into lesson |

| | |

| |Praise growth and effort |

| | |

| |Recognition systems |

| | |

| |Behavior plans |

| | |

| |Repeat directions as needed |

| | |

| |Provide immediate feedback |

Strategy #9: Options for self-regulation

|Purpose |Examples |

|To develop intrinsic motivation to control behaviors and to develop self-control.|Give prompts or reminders about self-control |

| | |

| |Self-monitored behavior plans using logs, records, journals, or checklists |

| | |

| |Ask students to reflect on behavior and effort |

| | |

| |Post class rules using pictures and words |

| | |

| |Post daily schedule using pictures and words |

| | |

| |Circulate around the room |

| | |

| |Develop a signal for when a break is needed |

| | |

| |Provide consistent praise to elevate self-esteem |

| | |

| |Model and role play problem solving |

| | |

| |Desensitize students to anxiety causing events |

Appendix D

Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

[pic]

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

|Strategy |Description |Suggestions for Accommodation |

|High Level Questions |Discussions and tests, ensure the highly able |Require students to defend answers |

| |learner is presented with questions that draw on |Use open ended questions |

| |advanced level of information, deeper |Use divergent thinking questions |

| |understanding, and challenging thinking. |Ask student to extrapolate answers when given incomplete information |

|Tiered assignments |In a heterogeneous class, teacher uses varied |Use advanced materials |

| |levels of activities to build on prior knowledge |Complex activities |

| |and prompt continued growth. Students use varied |Transform ideas, not merely reproduce them |

| |approaches to exploration of essential ideas. |Open ended activity |

|Flexible Skills |Students are matched to skills work by virtue of |Exempt gifted learners from basic skills work in areas in which they |

|Grouping |readiness, not with assumption that all need same |demonstrate a high level of performance |

| |spelling task, computation drill, writing |Gifted learners develop advanced knowledge and skills in areas of |

| |assignment, etc. Movement among groups is common, |talent |

| |based on readiness on a given skill and growth in | |

| |that skill. | |

|Independent Projects |Student and teacher identify problems or topics of|Primary Interest Inventory |

| |interest to student. Both plan method of |Allow student maximum freedom to plan, based on student readiness for|

| |investigating topic/problem and identifying type |freedom |

| |of product student will develop. This product |Use preset timelines to zap procrastination |

| |should address the problem and demonstrate the |Use process logs to document the process involved throughout the |

| |student’s ability to apply skills and knowledge to|study |

| |the problem or topic | |

|Learning Centers |Centers are “Stations” or collections of materials|Develop above level centers as part of classroom instruction |

| |students can use to explore, extend, or practice | |

| |skills and content. For gifted students, centers | |

| |should move beyond basic exploration of topics and| |

| |practice of basic skills. Instead it should | |

| |provide greater breadth and depth on interesting | |

| |and important topics. | |

|Interest Centers or |Interest Centers provide enrichment for students |Plan interest based centers for use after students have mastered |

|Interest Groups |who can demonstrate mastery/competence with |content |

| |required work/content. Interest Centers can be | |

| |used to provide students with meaningful learning | |

| |when basic assignments are completed. | |

|Contracts and |Contracts are an agreement between the student and| |

|Management Plans |teacher where the teacher grants specific freedoms|Allow gifted students to work independently using a contract for goal|

| |and choices about how a student will complete |setting and accountability |

| |tasks. The student agrees to use the freedoms | |

| |appropriately in designing and completing work | |

| |according to specifications. | |

| | | |

|Compacting |A 3-step process that (1) assesses what a student |Use pretesting and formative assessments |

| |knows about material “to be” studied and what the |Allow students who complete work or have mastered skills to complete |

| |student still needs to master, (2) plans for |enrichment activities |

| |learning what is not known and excuses student | |

| |from what is known, and (3) plans for freed-up | |

| |time to be spent in enriched or accelerated study.| |

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade the progress

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Writing assignments scored holistically

Grades 3-5

Beginning Level: Preproduction (Newcomer)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Early Production (ELLs who have been in the U.S.A. between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Allow role playing

Supply create ideas workbook

Ask questions that require yes or no, or 1-3 word answers

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

Remind students to use other parts of test to help with answers

Define cue words: compare, contrast, list, etc.

Break content down into smaller parts

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an Ells’ level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Grades 3-5

Intermediate Level: (ELLs who have been in the U.S.A. more than two years)

If they can: Allow students to use bilingual dictionary during class and tests

Allow extra time to complete tests

Writing assignments scored holistically

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an ELL’s level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Allow to retake the tests

Grade progress

-----------------------

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

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